Ways of making teachers' pedagogical capital visible and useful

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Ways of making teachers' pedagogical capital visible and useful

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Publication Conference Paper, other
Title Ways of making teachers' pedagogical capital visible and useful
Author(s) Henningsson-Yousif, Anna ; Aasen, Solveig F
Date 2013
English abstract
The starting point of our reasoning is that development of society is dependent on the contributions of its members in a crucial way. In society we carry out different tasks, hold different positions, dwell in different places etc, more or less voluntarily. We have different backgrounds and perspectives. Likewise the development of the school is dependent on the contributions of teachers, leaders and pupils. In this paper we will concentrate on schools and the persons who work there. It is possible to regard schools as the perfect arena for asking for, expressing and making use of the assets of people. These assets include ways of regarding the role of the school in the lives of people and in society, as well as experiences of learning situations etc. We discuss different ways to ask for and make use of the contributions of teachers, i e the analyses that teachers can contribute with in everyday situations as well as in long -term planning. We discuss ways of expressing these analyses, using the concept of pedagogical capital (Henningsson-Yousif & Viggosson, 2009, Henningsson-Yousif, 2011, 2012, Viggosson, 2011). The concept of pedagogical capital is used to name the assets of individuals that are activated in pedagogical situations. Other kinds of capitals could be activated in other situations. While the use by Bourdieu of the concept of capital consists of assets of symbolic value and are of importance for power relations and for capturing of positions in society (Carle, 2007), we are interested in the capitals in a more democratic sense. The idea is that everyone at any moment has a pedagogical capital that can be asked for, expressed and made use of in people's own lives as well as in school and in society as a whole. We are especially interested in the analysis of situations that are expressions here and now of the versatile pedagogical capitals of teachers. These contributions can be communicated in many ways. In this paper we will discuss two modes of expressing the pedagogical capitals: in written language and with sketches. Especially sketches can be used to make visible different aspects of the teachers' pedagogical capitals. We thus use our own empirical research and experiences from Sweden and Norway. We discuss possibilities and methods to ask for, express and make use of the pedagogical capitals in the contexts of Teacher Education and of Development Work in Schools. We discuss the similarities of the concept of pedagogical capital with the concepts of praxis theory (Handal & Lauvås, 1983) and the concept of teachers’ knowledge base (Engen, 2011). We do not elaborate further on the theory of Bourdieu. Vital questions are: How do the teachers value their own pedagogical capitals and how do they use them? How do the leaders value the pedagogical capitals of their teachers and how do they use them? How are the pedagogical capitals used in Teacher Education and in School Development situations?
Language eng (iso)
Subject(s) pedagogical capital
practice theory
Humanities/Social Sciences
Research Subject Categories::SOCIAL SCIENCES
Note 8th International Conference: Researching Work and Learning, 19-21 June 2013, University of Stirling, School of Education. Skottland
Handle http://hdl.handle.net/2043/15888 (link to this page)
Link http://www.stir.ac.uk/education/researching-work-and-learning/ (external link to related web page)

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